CLOSE READING 3-5

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Learning Targets  develop a clear understanding of what is meant by “close reading.”  examine the key features of close reading and their impact on students’ ability to access complex texts.  identify and describe each phase of close reading.  Create close reading or text dependent questions

Quick Assessment of Prior Knowledge of Close Reading  Hold up 1, 2, or 3 fingers showing your level of comfort of Close Reading.  1= “I know little to nothing about Close Reading.”  2= “I know some, and have had some experience/ training in Close Reading.”  3 = “I’m an expert. I’ve taught it, have used it with my students, and I could easily be teaching it to this group right now.”  Quick Share Out- What do you know about Close Reading?

 What Exactly is Close Reading? It’s a careful and purposeful reading and re-reading of a text. Works with all content areas and genre It’s an intensive analysis and encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us. Students must re-read the text because they will have to respond to text dependent questions that require that they go back into the text and search for answers. Source: Rigorous Reading: 5 Access Points for Comprehending Complex Texts by Nancy Frey and Dr. Douglas Fisher pp

 Why Close Reading?  When we have students really read carefully, they pay attention to the words, the ideas, the structure, the flow, and the purpose of that text.  This allows them to be ready to answer more complex questions that require that they really think about what the author said, and compare that with what they know, what they believe, and what they think. Source: Rigorous Reading: 5 Access Points for Comprehending Complex Texts by Nancy Frey and Dr. Douglas Fisher pp

How does close reading fit into the workshop model?  Close reading occurs over several days.  Each day the text is read through a different lens.  The mini lesson for the day is the read aloud or in 2 nd, the students might read independently after the first read.  The discussion of the text follows.  Choose one question or skill the students will focus on as they read their own text in independent reading time.  Have the students respond to the text through answering the question with text evidence.

Text  Not for homework or to be read and understood independently  At least grade level if not above grade level  Worthy of multiple class days  Short text or part of a text  Include a wide range of genres  K-1 is often a read aloud

Short, Complex Passage  The text is— a few paragraphs to a few pages in length sufficiently complex for multiple readings a challenge to readers’ thinking and understanding

Repeated Readings  Students reread— as a primary scaffold for understanding with appropriate guidance and support for different purposes to find evidence for inferences and conclusions

Benefits of Repeated Readings Students engage in collaborative conversations. Students dig more deeply into the meaning. Students improve their fluency and comprehension. 1.11

 What does the text say? (general understanding of the text and central ideas and themes)  How does the text work? (Attention to vocabulary (Why did the author include certain terms?), What is the text structure of the text?, and author’s craft (Why did the author choose to include certain words or parts of the text?)  What does the text mean? (Locating certain parts of the text that the text did not give the meaning, but it required you to make inferences., What intertextual connections can you make to what you have already read or know about.) This is mostly about how you made meaning of the text, not just what the text says. THREE READINGS OF THE TEXT

 What occurs during the 1 st Reading of the Text?  A first reading is about figuring out what a text says; it is purely an issue of reading comprehension.  A layer can be added to this step that involves “diffusing” some unknown vocabulary words used in context with the text. “Diffusing” means replacing unfamiliar words with synonyms or definitions to make the meaning more clear.  If a student is reading a story, they should be able to easily retell the plot; if someone is reading a science, social studies, or math chapter or article, they should be able to answer questions about the key ideas and details about the text.  Source: Timothy Shanahan: Distinguished Professor of Education at the University of Illinois at Chicago and Founding Director of the Center for Literacy and Chairman of the Department of Curriculum and Instruction, and past president of International Reading Association

4 th Grade– 1 st Read

 Let’s Experience a 1 st Read!!  Read, “Casey at the Bat”  As you read, you are going to be “diffusing” any unknown words, or phrases used in context with the text.  When you come to a word, or phrase, that is unfamiliar to you, underline it, and in the margin, write what you think the word might mean, and the evidence of why this word might mean what you think it does. This process of writing your thinking in the margins is also called “annotation.”  Discuss the words you diffused as well as your key ideas with your table. Be ready to share out with the large group.

 Let’s Experience a 1 st Read Continued!!  Can you answer:  Who is Casey?  Where does the story take place?  Who is telling the story?  Describe Casey’s character traits.  How do you know the crowd is excited Casey is at bat?  How was Casey feeling about the umpire calling strikes? How do you know?

1 st Read= General Understanding

What Occurs During the 2nd Reading of a Text? Focuses on figuring out how this text worked.  How did the author organize it (text structure)?  Why did the author choose this word or that word?  Author’s craft questions  The use of images to convey meaning  Text features For this second reading, many times the teacher will read it aloud, since the student has already read it independently the first time. Source: Timothy Shanahan: Distinguished Professor of Education at the University of Illinois at Chicago and Founding Director of the Center for Literacy and Chairman of the Department of Curriculum and Instruction, and past president of International Reading Association

4 th Grade- 2 nd Read

 Let’s Experience a 2 nd Read!!  Re- read the text the 2 nd time through.  Looking for/ annotate/ mark your evidence of the following questions…  What does the author mean by the phrase, “Cooney died at first, and Barrows did the same?”  What does the word stood mean in the phrase, “The score stood 4 to 2”  What makes this poem narrative?  How does the mood shift from the beginning of the poem to the end?  Any other “A-Ha’s”, questions that arise, or that you find yourself thinking about while reading this article. * Discuss with your table and be ready to share out a couple of your findings with the large group.

2 nd Read= Mechanics of the Text

 What Occurs During a 3 rd Reading of Text?  The reader goes even deeper than with the first two readings, asking themselves…  What does this text really mean in the grand scheme of things? What’s the “So What?” of the piece of text?  What was the author’s point?  What does this text have to say to me about my life, or my world?  How does this text connect to other texts I know?  Students will highlight their text evidence that supports their answer.  Source: Timothy Shanahan: Distinguished Professor of Education at the University of Illinois at Chicago and Founding Director of the Center for Literacy and Chairman of the Department of Curriculum and Instruction, and past president of International Reading Association

4 th Grade- 3 rd Read

 Let’s Experience a 3 rd Read!!  Read the text to yourself one final time. After you read, answer the following … 1. The character of Casey tells us a little bit about the difference between being confident and too confident. Was Casey too confident? Why? What happened? 2. What is the author saying about Fllynn and Blake? 3. Why does the author say, “The band is playing somewhere… but there is no joy tonight in Mudville”? 4. What is the author’s message? What does this text really say? 5. How does this text connect to other texts I know, or have read? (“Text to Text” connection.)

3 rd Read= What does the text mean?

Some Guidance From Fisher and Frey 1.21 Close reading can be based on a read-aloud. Drawings and illustrations can be annotations for emergent readers. Effective text-dependent questions are the product of the teacher’s close reading of the text. A complex text can be used across the instructional day. Resist the urge to turn close reading into an independent activity. The lessons may take a different period of time from what you had planned. Some of the questions you prepared might not get used.

 What if I am unsure whether to discuss prior knowledge before reading a text?  A: If you think there is key information that students need to know before they read the text (something necessary for making sense of the text that isn’t stated in the text), by all means tell it. If there is no pre-information necessary, then don’t hold such a discussion. If you are uncertain, give kids a chance to make sense of it. If it goes well, great! If not, then add the information before the second reading. Source: Rigorous Reading: 5 Access Points for Comprehending Complex Texts by Nancy Frey and Dr. Douglas Fisher pp

You Try!  Get with a group of 3-4  Choose a text and create text- dependent (close reading) questions for each level.  Remember you will writing more questions than you will likely get to in the mini-lesson.  Chart your questions  Be ready to share with the whole group

 What effects can close reading have on readers and reading instruction?  Share out with group.

Questions?

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